Blended Learning Showcase

Peter Hartin is a lecturer in Nursing Science in the College of Healthcare Sciences. In this video, he talks about strategies to assist students to actively engage and learn in his subjects, including:

• Consideration of students’ demographics
• Delivering content that is aligned to the learning outcomes and supports different learning styles
• Providing students with collaborative learning opportunities to foster a sense of belonging
• Using technology effectively, including the Discussion Board and web-conferencing, and
• Using different tools to check for understanding.

Peter's practice demonstrates the following JCU Standards for Blended and Online Subject Design:

Standard 1: Curriculum and learning materials are aligned, available and engaging

Threshold:

• Select content that is aligned to learning outcomes
• Select content to support different learning styles
• Ensure subject design includes guidance for learners to work with content in meaningful ways

Key first year indicators:

• Provide explicit guidance on how to use learning resources within LearnJCU (site map, location of assessment, learning activities, collaboration tools)

Standard 2: Assessment tasks are aligned, available and engaging, including formative assessment

Threshold:

• Use a variety of assessment types that ensure academic integrity according to JCU Learning, Teaching and Assessment Policy core principle 5

Standard 3: Students are provided with opportunities to interact with peers

Threshold:

• Ensure face-to-face teaching provides opportunities for students to collaborate and develop a sense of belonging through active learning and group activities
• Provide collaboration opportunities and develop a sense of belonging through active learning and group activities
• Use online discussion tools in a purposeful manner

Standard 4: Students are provided with opportunities to interact with staff

Threshold:

• Provide synchronous support options of up to two hours per week for external students

Standard 6: Students are supported in their use of educational technology

Threshold:

• Model learning technology use in face-to-face delivery in internal subjects
• Recognise disparities in students’ access to internet services

Standard 8: Students are directed to support services

Key first year indicators:

• Actively engage with key transition support services and provide links to information/services

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